Planning Lessons

1. Planning Lessons & Integrating Technology

2. Teaching Methods • Constructivist/Inquiry-based • Students learn via interaction with their environment • Bruner, Dewey, Piaget, Vygotsky, Kant • Associated with Cognitive Theory • Problem based learning • Real world problem posed to students • Students must solve problem as means of learning content & applying to real life • Student centered • What students know vs. what they need to know to solve problem • Group work is common

3. Constructivist/Inquiry-based continued: • Project based/Performance-based learning • Scenario based learning • Similar to PBL, but has a real-life context without a problem • Explore complex issues that impact learners • Student centered/teacher facilitated • Not to be confused with “Maturationist” which permits little or no structure • Epistemology: students construct meaning/knowledge

4. Teaching Methods • Direct Instruction • Clearly defined teaching tasks • Information presented in small chunks • Mastery learning • Teacher led/directed/”centered” • Teacher dispenses information • Associated with Behaviorist learning theory • Gagné Instructional Events: 9 events of instruction • Epistemology: knowledge already exists (objective)

5. Differentiated Instruction • “Attempts to meet students where they are in the learning process and move them along as quickly and as far as possible in the context of a mixed-ability classroom” (Tomlinson, 2000, p. 25).

6. Technology Integration • What type of technology will you integrate? • Technology should add a dimension/benefit to the lesson that could not have been achieved as effectively without • Will you need to teach the tech skills? • Is the technology being used as a teacher demo, student user, or student designer? • Do you have the necessary tech resources for students? • Are students working individually or in groups? (Note: centers are commonly used in lower grades)

7. Miscellaneous Approaches • Thematic approach • Multidisciplinary • Multi-age (reading buddies, for example) • Socratic Method • Transaction Vs Transmission • Lecture • Group work Vs individual • Class or small group discussion • Cooperative/Collaborative learning

8. Critical Lesson Plan Components • Content area & specific topic • Grade Level • Duration (be specific) • Standards being met • Objectives/outcomes • Procedures • Assessment • Technology integration identified • Materials (preparation, supplies, room scheduling, etc.) • Adaptations/Differentiated Instruction • Introduction/scenario

9. Gagné Instructional Events • Gain Attention: (reception) • Student becomes focused on content • Inform Learner of Objectives: (expectancy) • State in learners’ terminology • Recall Prior Knowledge: (retrieval) • Prepares student for new material & helps them develop connection with new • Present Material: (selective perception) • Method of presenting depends upon instructor Note: All 9 steps may be carried out in a 50 minute lesson. Alternatively, steps 8 & 9 may be performed at a different time. In a 3 day lesson you may go through the first 7 steps on day 1, steps 1-3 & 6 day 2, and steps 1-3 & 8-9 on day 3. The steps are transitive & support one another. It is good practice to cover the first 3 steps in any teaching situation (if students are working on a project after step 3, for instance)

10. Gagné Instructional Events • Provide Learning Guidance: (semantic encoding) • Answer questions, fill-in the gaps, re-explain if necessary, examples • Elicit Performance: (responding) • Student practice • Check on learning • Provide Feedback: (reinforcement) • Make sure students are on-track with performance, provide input • Assess Performance: (retrieval) • What did student learn? May be informal verbal assessment/check on learning, or more complex quiz, exam, project, or presentation • Enhance Retention Transfer: (generalization) • Homework, worksheet, extra problems, integrate with previous knowledge and/or other concepts. Note: steps 3 & 8 also help with step 9 Note: All 9 steps may be carried out in a 50 minute lesson. Alternatively, steps 8 & 9 may be performed at a different time. In a 3 day lesson you may go through the first 7 steps on day 1, steps 1-3 & 6 day 2, and steps 1-3 & 8-9 on day 3. The steps are transitive & support one another. It is good practice to cover the first 3 steps in any teaching situation (if students are working on a project after step 3, for instance)

11. Sample 2-3 Day Technology Integration Lesson Plan Template • Subject • Topic • Duration • Grade Level • Academic Content Standards • OH Content Stds. • OH Technology Stds. • NETS*T • Information Literacy Standards • Introduction/Background/Scenario • Objectives • Procedures • Gagné 9 instructional events • Develop each day • Evaluation • Rubric • Materials *Provide sample materials or good examples of items that will be used in conjunction with your lesson plan (technology products, quizzes, exams, handouts, worksheets, links to online support data, rubrics, etc.) *Cite all sources & provide references where appropriate

12. Technology Integration • 3 ways to integrate technology • A demonstration tool used by the teacher • Examples: PowerPoint, projected graphs, online tutorial demos, etc. • Student as user of technology • Examples: student uses CD-Rom tutorial, online simulation, goes through your non-linear PPT module, etc. • Student as creator of technology products • Example: Student researches ancient Egypt and creates a non-linear PPT kiosk with the information he/she researched

13. References Tomlinson, C.A. (2000). Differentiated instruction: Can it work? Education Digest,65(5), 25-31.